1. Welcome to Curriculum Night 2015-2016 Mrs. Katie Phillips Language Arts

2. Communication  E-mail: kphillips@sd308.org  E-mail address book update to main office  Office Hours: Please contact me via email to schedule a time to have a phone conference or meet.

3. Classroom Expectations and Behavior All students are expected to follow the Bulldog Way! Dogs always... D o the right thing O wn your responsibility G et positively involved S tay safe Please review the school behavior chart for specific expectations. The chart can be found on my website year-round.

4. As outlined in our school expectation chart, students should “report to class on time” and “be ready to learn bell to bell”. Students who are not in their seat when the bell rings will receive the corresponding consequence outlined in our handbook. Students should also come prepared with all materials to class each and every day. · Pencils (multiple pencils, especially if using mechanical) · Pens (blue and black) · LA Binder (1.5 inch) with: -Loose leaf paper -One subject notebook -Folder · Text book · ID card · Assignment notebook · Flash drive (best kept on lanyard with ID card)

5.  Assignments  Posted daily in three places: The front white board The assignment board outside of our classroom Classroom website There are no exceptions for being unaware of an assignment and/or its due date. Students who are absent are responsible for collecting and submitting their missing work.  ZAPPED Passes  In order to use our class time to the best of our abilities and actively contribute, students must do their part to complete any and all assignments before the assigned due date.  If a student does not finish an “in class” assignment, it is his or her responsibility to complete the assignment before the next day (even if it was not assigned as “homework”).  If students fail to complete an assignment, they may be “ZAPPED” to come during lunch to complete the work. Students may turn in late work up to one day late for half credit only. Homework and Assignments

6. Spelling and Vocabulary  Spelling and Vocabulary lesson every other week o One section of the packet will be homework each night o Review on Thursday in class o Spelling Unit test on Friday (15 points) o Vocabulary test-multiple choice or matching (20 points)

7.  Please use Home Access to view all grades  Everyday assignments are usually updated daily on Home Access  Large assignments such as papers and projects will take a bit longer and the projected date for the grade will be given on my website.  All major assignments will include a corresponding rubric (handout and posted on website)  Students are encouraged to take time to review the rubric before submitting their work AND while reviewing their graded work. All rubrics are discussed prior to beginning a project.  Students can see me before school or during a scheduled time for specific grade questions.  Parents/guardians: Please ask your child about their project and view the rubric before contacting me with any questions. Graded Work

8. Grading Policy  Each assignment has a point value and is weighted (%)  Homework-10%  Class work (Formative Assessments)-35%  Summative Assessments-55%  End of unit embedded assessments (aligned to rubric)

9. Kagan Cooperative Learning “Cooperative Learning is a teaching arrangement that refers to small, heterogeneous groups of students working together to achieve a common goal (Kagan, 1994). Students work together to learn and are responsible for their teammates' learning as well as their own. The basic elements are: 1. Positive Interdependence - occurs when gains of individuals or teams are positively correlated. 2. Individual Accountability - occurs when all students in a group are held accountable for doing a share of the work and for mastery of the material to be learned. 3. Equal Participation - occurs when each member of the group is afforded equal shares of responsibility and input. 4. Simultaneous Interaction - occurs when class time is designed to allow many student interactions during the period”.

10. SpringBoard Curriculum

11. ELA Resource Secondary The College Board: SpringBoard English Language Arts Common Core State Standards (CCSS) – Integrates four strands of CCSS Reading Writing Listening and Speaking Language – Provides a seamless connection between reading and writing while incorporating grammar and vocabulary instruction in context Advanced Placement – Aligned with AP skills and knowledge – Prepares students for success in AP courses and college-level work – Many of the SpringBoard writers teach both AP and SpringBoard courses

12. ELA Resource Secondary The College Board: SpringBoard English Language Arts Print resource for teachers and students – Student print resource is a consumable that will be renewed every school year Digital resource for teachers and students – Online version of entire print curriculum with additional online tools

13. SpringBoard Instruction Integration: The program is vertically aligned from grades 6–12 so that all students benefit from rigor and a consistent culture of high expectations. Smart technology: SpringBoard Digital supports deep engagement with the text, standards alignment, and enhanced communication.SpringBoard Digital Springboardprogram.collegeboard.org

14. Engaging Students Learning Targets explain the new standards in student- friendly language and keep the focus on skills, such as those related to thinking, reasoning, and remembering. Check Your Understanding sections provide students with opportunities for multiple checks for understanding (formative). Before-During-After sections encourage students to read and write with purpose, develop close reading skills, and connect to texts. Embedded Assessments are organized around tasks and questions that guide thinking and analysis. Springboardprogram.collegeboard.org

15. SpringBoard Critical Features 1.Academic Vocabulary: terms defined and analyzed in context 2.Key Ideas and Details: text-dependent questions guide interactions with the text 3.Language and Writer’s Craft: language and grammar instruction connected to in-context writing 4.Writing Prompts: text-related assignments in argumentative, informative, and narrative modes 5.Textual evidence: opportunities to use evidence in written responses and oral discussions 6.Variety of texts: a balanced selection of engaging nonfiction, literature, and non-print texts Springboardprogram.collegeboard.org

16. Rubrics Embedded assessments have rubrics with four columns: Exemplary (4 points) Proficient (3 points) Emerging (2 points) Incomplete (0-1 point) The goal for students is to score within the proficient column Only exemplary work will receive full points

17. Curriculum Video https://drive.google.com/drive/folders/0B69iKdRdE7 ZffkdUWi1JYlJ5STJqRjNZaHlfcEpOVU1xMXUxZGY xSnpDN1M5UmwxbGlwWEE

18. What questions do you have?

19. Please take this opportunity to visit our learning center upstairs and see all of the resources that are available for our students. Thank you for coming!